International Journal of Management Education最新文献

Work is not enough! - Addressing mid-career professionals' needs for leadership development 工作是不够的！-满足职业中期专业人士对领导力发展的需求

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2025-12-18 DOI: 10.1016/j.ijme.2025.101349

Anna Karin Olsson , Kristina Areskoug Josefsson

{"title":"Work is not enough! - Addressing mid-career professionals' needs for leadership development","authors":"Anna Karin Olsson , Kristina Areskoug Josefsson","doi":"10.1016/j.ijme.2025.101349","DOIUrl":"10.1016/j.ijme.2025.101349","url":null,"abstract":"<div><div>Business schools face growing pressure to develop socially responsible and effective leaders, particularly among mid-career professionals. This study explores a <em>reversed</em> work-integrated learning (WIL) model, with a starting point in participants’ real-world leadership practices, integrating theory and continuous structured reflection. This contrasts with traditional WIL models that start with academic theory and rely on formal partnerships between academia and industry for work placements.</div><div>Drawing on five years of qualitative data from 99 participants in a master's level leadership program, the study explores how this contract-free, practice-first approach supports leadership development by leveraging participants' ongoing professional experience. The pedagogical design emphasizes contextualized, lifelong learning through continuous individual and peer reflection.</div><div>Reflexive thematic analysis reveals that the reversed WIL model effectively addresses leadership development gaps, enhances workplace impact, and offers a strong return on investment for individual participants and organizations. The study contributes a novel framework for leadership development education tailored to experienced professionals based on five key design principles: learner adaptation, contextualization, self-efficacy building, flexible structure, and peer-based learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101349"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Giving back for influence and impact: Exploring industry stakeholder motivations for volunteering on business school program advisory boards 回馈影响力和影响：探讨行业利益相关者在商学院项目咨询委员会做志愿者的动机

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2025-12-08 DOI: 10.1016/j.ijme.2025.101343

Katherine Attree , Jill Bamforth

{"title":"Giving back for influence and impact: Exploring industry stakeholder motivations for volunteering on business school program advisory boards","authors":"Katherine Attree , Jill Bamforth","doi":"10.1016/j.ijme.2025.101343","DOIUrl":"10.1016/j.ijme.2025.101343","url":null,"abstract":"<div><div>This study investigates the motivations of industry stakeholders who voluntarily serve on discipline-based advisory boards in Australian business schools. These boards play a critical role in aligning academic curricula with industry needs, and their use is strongly encouraged by accrediting bodies such as AACSB and EQUIS. Despite this, little is known about why professionals contribute their time and expertise without compensation. Using a qualitative methodology, the research draws on 25 semi-structured interviews with board members across three universities. Drawing on Clary and Snyder's functional theory of volunteer motivation, as a lens for analysis, the findings reveal that values, esteem, learning, and career-related motivations are the primary drivers of engagement, while social and protective functions are less influential. Participants expressed a desire to give back, influence curriculum, and support student outcomes as motivational drivers. Esteem-related motivations, such as recognition and professional credibility, were also prevalent. Learning and career benefits—particularly knowledge exchange and networking—sustained ongoing engagement. Relational dynamics and inclusive board culture also contributed to retention. These insights challenge traditional views of volunteerism and highlight the strategic nature of stakeholder engagement in higher education advisory contexts. The study offers practical recommendations for recruiting and retaining advisory board members, including aligning engagement strategies with career stage motivations and providing feedback on the impact of their contributions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101343"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Post-internship career choice under organizational understanding, corporate social responsibility: The moderating role of resort image 组织理解下的实习后职业选择、企业社会责任：度假村形象的调节作用

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-20 DOI: 10.1016/j.ijme.2026.101362

Mingming Wu , Jinquan Zhou , Hong-Wai Ho , Ying Zhang

{"title":"Post-internship career choice under organizational understanding, corporate social responsibility: The moderating role of resort image","authors":"Mingming Wu , Jinquan Zhou , Hong-Wai Ho , Ying Zhang","doi":"10.1016/j.ijme.2026.101362","DOIUrl":"10.1016/j.ijme.2026.101362","url":null,"abstract":"<div><div>This study examines the key factors that influence interns' career choices in the resort industry and explores potential relationships with organizational understanding, corporate social responsibility (CSR), and resort image. 241 responses from student interns in Macau's integrated resorts were analyzed. The results demonstrated that organizational understanding and CSR positively impacted employment intentions among interns. CSR positively mediated the relationship between organizational understanding and career choice. Resort image also acted as a positive moderator in the relationship between CSR and employment intentions. This study contributes to the concept of organizational socialization by extending it to interns from formal employees, suggesting that organizational understanding is a useful source of policy that influences student interns' employment intentions. Effective human resource management strategies should focus on ensuring consistency among organizational understanding, corporate social responsibility, and corporate image, significantly impacting the post-internship employment intentions of students in the hotel and resort industry. These findings provide important theoretical and practical implications for hospitality organizations.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101362"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Flipped learning in business and economics higher education: A systematic literature review 商业和经济高等教育中的翻转学习：系统的文献综述

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-25 DOI: 10.1016/j.ijme.2026.101366

Sabrina Wittmann, Torsten Wulf, Katharina Wieser

{"title":"Flipped learning in business and economics higher education: A systematic literature review","authors":"Sabrina Wittmann, Torsten Wulf, Katharina Wieser","doi":"10.1016/j.ijme.2026.101366","DOIUrl":"10.1016/j.ijme.2026.101366","url":null,"abstract":"<div><div>With the rise of the constructivist learning paradigm, flipped learning has become increasingly popular as an instructional design in higher education in general and in the fields of business and economics education in particular. While a few studies have analyzed the extant research in these fields, a research gap remains with regard to the theoretical foundations, i.e., the causal mechanisms underlying knowledge construction in flipped learning environments. Additionally, the extant research has devoted limited attention to relating these causal mechanisms to the pre- and in-class activities in flipped learning environments and to assessing the impact of flipped learning formats on student learning outcomes. Based on a systematic literature review, which involves 51 studies from the fields of business and economics education, we aim to shed light on these research gaps. The findings reveal an underutilization of theoretical frameworks and point to effective pre- and in-class activities as well as general drivers of cognitive and affective student learning outcomes in flipped learning environments. We discuss directions for future research and practical implications.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101366"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From classroom to venture: How entrepreneurial programs, engagement, and extracurricular activities drive entrepreneurial intention 从课堂到创业：创业项目、参与和课外活动如何推动创业意图

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-07 DOI: 10.1016/j.ijme.2025.101350

Tahar Lazhar Ayed , Mahmoud Ibrahim Fallatah , Saad Alhoqail

{"title":"From classroom to venture: How entrepreneurial programs, engagement, and extracurricular activities drive entrepreneurial intention","authors":"Tahar Lazhar Ayed , Mahmoud Ibrahim Fallatah , Saad Alhoqail","doi":"10.1016/j.ijme.2025.101350","DOIUrl":"10.1016/j.ijme.2025.101350","url":null,"abstract":"<div><div>Entrepreneurship plays a vital role in driving economic growth in emerging economies. Fostering an entrepreneurial mindset through effective educational programs is crucial. This study investigates the influence of Entrepreneurship Curricular Programs (CuP) on Entrepreneurial Intentions (EntInt) among university students in Saudi Arabia. Drawing on the Theory of Planned Behavior, the Entrepreneurial Event Model, and Human Capital Theory, the study examines the moderating roles of class engagement (ClaE) and extracurricular activities (ExCA) in this relationship. Data were collected from 438 students using a survey instrument. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the data. The results indicate that CuP significantly positively impacts EntInt. Moreover, ClaE was found to significantly moderate the relationship between CuP and EntInt, while the moderating effect of ExCA was not statistically significant. These findings emphasized on the importance of fostering a supportive and engaging learning environment within CuP to enhance student EntInt. Future research should explore more the generalizability of these findings in diverse cultural and educational contexts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101350"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145939199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of educational institutions in sustainable entrepreneurial intentions: What are the key themes and future research agenda? 教育机构在可持续创业意向中的作用：关键主题和未来研究议程是什么？

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-03 DOI: 10.1016/j.ijme.2025.101351

Thi Minh Ngoc Luu, Truong Thi Hue

{"title":"The role of educational institutions in sustainable entrepreneurial intentions: What are the key themes and future research agenda?","authors":"Thi Minh Ngoc Luu, Truong Thi Hue","doi":"10.1016/j.ijme.2025.101351","DOIUrl":"10.1016/j.ijme.2025.101351","url":null,"abstract":"<div><div>Sustainable entrepreneurship has gained increasing attention in both research and practice, with education recognized as a key driver of sustainable entrepreneurial intention (SEI). However, it appears that no systematic review has yet provided a comprehensive understanding of how educational institutions contribute to this emerging field. This study systematically reviews literature on the role of education in fostering SEI. It adopts a unique dual approach that combines bibliometric and qualitative content analyses of Scopus-indexed publications (2012–May 3, 2025) following PRISMA guidelines. The findings reveal the field's growth trajectory, major contributors, influential works, and intellectual structure. Three thematic clusters emerge, illustrating mechanisms through which education promotes SEI. Most studies adopt quantitative designs and the Theory of Planned Behavior, while qualitative, longitudinal, and experimental research remains limited. Two major antecedent clusters, competence development and institutional support, explain how education shapes SEI. This review offers what may be the first holistic synthesis of educational roles in SEI, advancing theoretical and methodological perspectives and broadening understanding of how education-driven mechanisms may underpin the formation of sustainable entrepreneurial intention.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101351"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Responsible management education: Retrospective insights and reflective takeaways 负责任的管理教育：回顾性的见解和反思性的收获

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2025-12-18 DOI: 10.1016/j.ijme.2025.101348

Weng Marc Lim , Stephen Thomas Homer , Wai Chuen Poon , Kit Yeng Sin

{"title":"Responsible management education: Retrospective insights and reflective takeaways","authors":"Weng Marc Lim , Stephen Thomas Homer , Wai Chuen Poon , Kit Yeng Sin","doi":"10.1016/j.ijme.2025.101348","DOIUrl":"10.1016/j.ijme.2025.101348","url":null,"abstract":"<div><div>The limited integration of sustainability principles into business education has hindered the capacity of business schools to fully realize their role in promoting societal impact. Existing reviews, while providing valuable insights, often focus broadly on concepts like social responsibility or narrowly on frameworks like the UN Principles of Responsible Management Education (PRME), leaving gaps in understanding the role of responsible management education (RME). This systematic literature review (SLR) addresses these gaps by examining the diverse approaches within RME to provide a holistic understanding of how RME can better equip future business leaders to address sustainability challenges. Utilizing the PRISMA protocol, 138 articles were retrieved and reviewed. Findings revealed that RME implementation in the classroom is centered around <em>curriculum integration</em>, <em>case studies</em>, <em>experiential learning</em>, <em>guest speakers</em>, and <em>research projects</em>. RME's contribution to addressing the UN Sustainable Development Goals (SDGs) is observed through <em>curriculum alignment</em>, <em>strategic partnerships</em>, <em>research and innovation</em>, and <em>student engagement</em>. Future directions for RME include <em>enhancing continuous learning and adaptation</em>, <em>fostering ethical leadership</em>, <em>expanding experiential learning</em>, <em>promoting global collaboration and perspectives</em>, <em>increasing the emphasis on sustainability</em>, <em>adopting interdisciplinary approaches</em>, <em>integrating technology</em>, and <em>measuring impact</em>. The implications of these findings for the future of RME are discussed, providing a roadmap for advancing RME in business schools and management education globally.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101348"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seeing the spark or the storm? Exploring how AI usage shapes undergraduates’ entrepreneurial intention 看到火花还是风暴？探索人工智能的使用如何影响大学生的创业意愿

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-12 DOI: 10.1016/j.ijme.2026.101361

Yanan Zou, Yuli Guo

{"title":"Seeing the spark or the storm? Exploring how AI usage shapes undergraduates’ entrepreneurial intention","authors":"Yanan Zou, Yuli Guo","doi":"10.1016/j.ijme.2026.101361","DOIUrl":"10.1016/j.ijme.2026.101361","url":null,"abstract":"<div><div>Drawing on the theory of planned behavior, this study examines how undergraduates' AI usage influences their entrepreneurial intention, exploring both positive and negative pathways. Using data collected from 774 Chinese undergraduates, the study employs ordinary least squares regression and Monte Carlo simulation to test a dual-pathway mediation model, in which opportunity recognition and risk perception mediate the relationship between AI usage and entrepreneurial intention. Additionally, the moderating effects of AI learning and entrepreneurial learning are analyzed within these pathways. The results reveal that AI usage significantly affects entrepreneurial intention indirectly through opportunity recognition and risk perception. Moreover, AI learning strengthens the indirect effect of AI usage via opportunity recognition, while entrepreneurial learning weakens this indirect effect through both opportunity recognition and risk perception. These findings contribute to a more comprehensive understanding of AI usage's influence on entrepreneurial intention and suggest that universities should strategically integrate AI learning with entrepreneurship education to reduce cognitive bias and enhance undergraduates' ability to identify, assess, and validate entrepreneurial opportunities and risks. This study also introduces AI learning and entrepreneurial learning as key boundary conditions, emphasizing the role of educational resources in shaping the dual effects of AI usage on entrepreneurial cognition, and extends the applicability of the theory of planned behavior to the context of emerging technologies, particularly artificial intelligence.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101361"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Erasmus+ Blended Intensive Programmes' role in promoting inclusivity and sustainability in management education - A survey-based evaluation 伊拉斯谟+混合强化课程在促进管理教育包容性和可持续性方面的作用——一项基于调查的评估

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-28 DOI: 10.1016/j.ijme.2026.101358

Elizabeth Frank , Petra Hogendoorn-Schweighofer

{"title":"Erasmus+ Blended Intensive Programmes' role in promoting inclusivity and sustainability in management education - A survey-based evaluation","authors":"Elizabeth Frank , Petra Hogendoorn-Schweighofer","doi":"10.1016/j.ijme.2026.101358","DOIUrl":"10.1016/j.ijme.2026.101358","url":null,"abstract":"<div><div>This article analyses the innovative potential of Erasmus + Blended Intensive Programmes (BIPs) in aligning business and management education with the evolving expectations of employers and the global imperatives of responsible leadership. While the primary objective of this article is to provide empirical evidence on BIPs in promoting international academic engagement, it acknowledges that existing research on BIPs is limited in scope. Additionally, this paper aims to contribute to the advancement of responsible management education by examining how BIPs promote inclusivity and sustainability. Drawing on data from a student-centred survey with a total of 224 respondents, the study examines how BIPs foster innovative, inclusive, and internationally connected learning experiences. By capturing and analysing student perspectives, the research examines the impact of BIPs on key transversal and professional competences demanded by employers. Furthermore, the study explores how BIPs can drive the globalization of education and promote responsible management practices that support the UN Sustainable Development Goals, through accessible and resource-conscious international mobility. Findings reveal that BIPs can bridge gaps in equity and participation by lowering financial and logistical barriers, while cultivating international mindsets and social responsibility among students. This study provides a solid foundation for further research into BIP practices and impact.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101358"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cocreating societal impact through transdisciplinary, challenge-based learning 通过跨学科、基于挑战的学习共同创造社会影响

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-17 DOI: 10.1016/j.ijme.2026.101360

Kostas Nizamis , Desirée H. Van Dun , Brendan P. Sullivan , Eduardo Hermsen , Mats Van Dalen

{"title":"Cocreating societal impact through transdisciplinary, challenge-based learning","authors":"Kostas Nizamis , Desirée H. Van Dun , Brendan P. Sullivan , Eduardo Hermsen , Mats Van Dalen","doi":"10.1016/j.ijme.2026.101360","DOIUrl":"10.1016/j.ijme.2026.101360","url":null,"abstract":"<div><div>Transdisciplinary and Challenge-Based Learning (CBL) methods help prepare graduates to tackle increasingly complex, interconnected global challenges and create societal impact. However, they are time-intensive for teachers, challenging for students to adopt, and often yield uncertain outcomes for external stakeholders acting as challenge providers. To address these issues, a longitudinal process study of an academic module was conducted as part of a Master's program integrating management and engineering courses. Using mixed qualitative methods, including the analysis of data from project meetings, diaries, focus groups, and observations, we identified the following key enablers: clarity about the challenge, structured course organization, and proactive teacher involvement. The transdisciplinary CBL process fostered intellectual stimulation, skill development, and practical theory application, enabled by open communication and reflective practice. Students enhanced their problem-solving abilities, challenge providers gained actionable insights, and teachers facilitated deeper, more integrative learning experiences. Findings demonstrate that transdisciplinary CBL creates mutual value for students, challenge providers, and teachers, provided that curriculum design and stakeholder engagement are deliberately structured and prioritized. This study advances practical strategies for implementing transdisciplinary CBL and also proposes a new ‘prepare’ phase to the CBL framework.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101360"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0